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All Journal Parole: Journal of Linguistics and Education Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN TAMBUSAI IKRA-ITH EKONOMIKA EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan dan Konseling Community Development Journal: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Jurnal Abdidas Jurnal Scientia Multicience Visi Sosial Humaniora AKSELERASI: Jurnal Ilmiah Nasional Dharmas Education Journal (DE_Journal) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Nama jurnal : International Journal of Education and Humanities JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (JHSSB) Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) Almufi Journal of Measurement, Assessment, and Evaluation Education (AJMAEE) Joal : Journal of Applied Linguistics Society: Jurnal Pengabdian Masyarakat Jurnal Kajian Ilmu Pendidikan (JKIP) Formosa Journal of Science and Technology (FJST) Jurnal Ilmu Pendidikan dan Sosial Journal of Language Development and Linguistics International Journal Corner of Educational Research (IJCER) Indonesian Journal Education International Journal of Educational Research Excellence (IJERE) Mamangan Social Science Journal Jurnal Pendidikan Indonesia (Japendi) KOLONI Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Journal of English Language Teaching and English Linguistics TOFEDU: The Future of Education Journal Jurnal Intelek Insan Cendikia Educate : Journal of Education and Learning Jurnal Ilmu Sosial dan Humaniora International Journal of Technology and Education Research Journal Educational Research and Development Young Journal of Social Sciences and Humanities Journal of Social Humanities and Education: Scripta Humanika EDUTECH Journal Innovative Practices in Education (JIPE) ALFIHRIS: Jurnal Inspirasi Pendidikan Journal of English Education and Literature
Selviana Napitupulu
Department Of English Education, University Of HKBP Nommensen Pematangsiantar
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Developing Narrative Creavity In Class 8 At UPTD SMP Negeri 12 Pematang Siantar Calvyn Siregar; Selviana Napitupulu
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1374

Abstract

Narrative writing is an essential skill in junior high school English learning because it helps students develop creativity, language structure, and logical thinking. However, many students still face difficulties in generating ideas, organizing story structure, and using correct grammar when writing narrative texts. This study aimed to improve the narrative writing skills of Grade 8 students at UPTD SMP Negeri 12 Pematangsiantar through guided learning strategies. This research employed a descriptive qualitative method and was conducted in a real classroom setting. The participants were approximately 25–30 students from one Grade 8 class. Data were collected through narrative writing tasks, classroom observations, students’ worksheets, and field notes. The analysis focused on describing changes in students’ writing in terms of content, narrative structure, past tense usage, vocabulary, and clarity of ideas. The findings revealed that students’ narrative writing improved after receiving step-by-step guidance, including brainstorming, story planning, drafting, and teacher feedback. Students became more confident, active, and able to produce stories with clearer orientation, complication, and resolution. The classroom atmosphere also became more interactive and supportive. In conclusion, guided narrative teaching effectively enhanced students’ writing performance and engagement in learning. This study suggests that teachers should apply structured narrative instruction to help students write more creatively and accurately
Vocabulary Mastery Challenges Among Indonesian Public Junior High School Students Jonathan Halomoan Sinaga; Selviana Napitupulu
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 1 (2026): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i1.1379

Abstract

Vocabulary mastering is essential in English as a Foreign Language (EFL) learning; however, many Indonesian public junior high school pupils continue to have major lexical weaknesses. The purpose of this study is to look into the lack of vocabulary mastery among seventh- and eighth-grade students at a public junior high school in Indonesia, as well as to discover the underlying causes of this problem. Data for 96 students were acquired using a qualitative descriptive technique, including classroom observations, student interviews, and teacher reports. According to the findings, students displayed inadequate vocabulary recognition, poor retention, and a low ability to utilise words effectively in context. Seventh-grade students had difficulty with basic word memory and expressed significant levels of fear and unwillingness to speak, whereas eighth-grade students struggled with pronunciation, grammatical word forms, and inconsistent vocabulary use. Traditional teaching approaches that emphasise rote memorisation without adequate contextual exposure were found as a primary contributor to children' restricted vocabulary development. The findings also show that a lack of relevant language input and limited possibilities for active vocabulary use had a negative impact on students' confidence and communicative skills. This study finds that enhancing vocabulary mastery necessitates instructional strategies that emphasise contextualised learning, regular exposure, and active participation with high-frequency terms. The findings have pedagogical implications for English teachers and policymakers in Indonesian junior high schools, helping to improve vocabulary training and promote long-term language development.
Students' Neuro-Psychological Readiness In The Deep Learning Approach: An Exploratory Study Raysha Zahra Harahap; Yohana Imelda Tampubolon; Chintya Angelina Sinambela; Trinita Ivana Rumapea; Reymond Dwi Putra Sinaga; Dika Kristina Lambok Manurung; Selviana Napitupulu
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 1 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i1.1458

Abstract

This study aims to measure students' neuro-psychological readiness as a prerequisite for implementing deep learning, encompassing executive functions, metacognition, intrinsic motivation, and emotional regulation, through the dimensions of mindful, meaningful, and joyful learning. The research employed a mixed-methods approach with a sequential exploratory design dominated by quantitative data. The study was conducted at SMA Negeri 1 Pematangsiantar, involving a sample of 130 students from grades X and XI selected through stratified random sampling. Quantitative data were collected using a 5-point Likert-scale questionnaire grounded in Diamond's executive functions framework. The results indicate that students' neuro-psychological readiness falls within the moderate-to-high category, with an overall mean of 3.57. The mindful learning dimension recorded the highest score (mean 3.62), followed by joyful learning (3.55), and meaningful learning (3.48). Data distribution across all dimensions was confirmed as normal; however, 12–18 percent of students were in the low category, indicating vulnerability to distractions, difficulties in constructing meaningful understanding, and low emotional resilience when facing learning challenges. These findings suggest that although the majority of students possess an adequate foundation for deep learning, readiness gaps remain that could potentially hinder the effectiveness of curriculum implementation. Based on these results, the study recommends incorporating brief mindfulness exercises into teaching, strengthening integrated cross-subject projects accompanied by metacognitive strategies, and adopting learning approaches that foster intrinsic motivation and a growth mindset. Additionally, ongoing teacher training in educational neuropsychology, periodic assessment of student readiness, and school policies on device management are required.
Improving Students’ Critical Thinking through Problem-Based Learning in English Class at Grade XI SMK Swasta GKPI 1 Pematangsiantar Heltri Firdayati S; Selviana Napitupulu
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 3 (2026): February: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/0h43ka93

Abstract

This study investigates the enhancement of students’ critical thinking performance through the implementation of Problem-Based Learning in an English class at Grade XI of SMK Swasta GKPI 1 Pematangsiantar. Employing a qualitative descriptive field research design, the study aims to examine how PBL facilitates the development of higher-order thinking skills within a vocational English learning context. Data were collected through classroom observations, interviews, document analysis, and critical thinking assessments conducted before and after the implementation of PBL. The findings indicate a significant improvement in students’ critical thinking performance across multiple indicators, including problem identification, logical reasoning, evaluation of ideas, decision-making, and reflective thinking. The results further reveal that PBL enhances students’ cognitive engagement by integrating authentic problem scenarios, collaborative inquiry, and reflective practices into English instruction. The vocational orientation of learning tasks strengthens relevance and supports deeper cognitive processing. This study contributes to the literature by providing empirical evidence on the effectiveness of PBL in vocational English education and highlights its potential to create student-centered, cognitively rich learning environments that support both language development and critical thinking growth
The Effect of Tiktok Video On Vocabulary Mastery of Eight Grade Student at SMP Negeri 2 Siantar Yohana Anggita Sidabutar; Selviana Napitupulu; Novra Melisa P Hutabarat
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.201

Abstract

The researcher incorporated TikTok videos into a study aimed at evaluating their impact on eighth-grade students' vocabulary mastery at SMP Negeri 2 Siantar during the 2024/2025 academic year. This study utilized a quasi-experimental design with a quantitative approach, involving two groups: an experimental class and a control class. The experimental class consisted of students from VIII-1, while the control class comprised students from VIII-2, selected through purposive sampling. To analyze the data, the researcher applied the t-test formula to assess the effect of TikTok on vocabulary mastery. The analysis revealed the mean scores for both pre-tests and post-tests in the experimental and control classes. Specifically, the experimental class had a pre-test mean score of 31.61 and a post-test mean score of 72.90, whereas the control class recorded pre-test and post-test mean scores of 34.52 and 66.61, respectively. The standard deviation for the experimental class was 10.549, and for the control class, it was 11.575. The t-test results showed a significance value (Sig) of 0.000. Based on these findings, the researcher concluded that the alternative hypothesis (Ha) is accepted, while the null hypothesis (H0) is rejected. Therefore, it can be inferred that TikTok has a significant effect on enhancing students' vocabulary mastery, particularly among seventh graders.
The Effect of Using Video Tutorial to The Student’s Ability in Writing Procedure Text of Grade Seventh at SMP Negeri 2 Siantar Ephy cryday yanti gea; Selviana Napitupulu; Novra Melisa P Hutabarat
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.254

Abstract

This study aims to determine the effect of video tutorial media on students' ability to write procedure texts in Class VII SMP Negeri 2 Siantar. This research uses quantitative research methods with quasi-experimental design. The population of this study were the seventh grade students of SMP Negeri 2 Siantar in the school year 2024/2025. This study used purposive sampling to select the sample. The researchers took two classes as samples. The samples were class VII-1 as a control class of 30 students and class VII-5 as an experimental class of 30 students. The experimental class was taught using video tutorial media while the control class was taught using conventional methods. Data was collected by giving pre-test and post-test to both the classes. This research instrument is in the form of essay questions with a total of 1 question. The results showed that the average score of the experimental class was higher than the average score of the control class. The average score of the experimental class in the pre-test was 48.06 and the average score in the post-test was 77. While the average score of the control class in the pre-test was 50.7 and the average score in the post-test was 71.46. Then, after conducting a t-test, the researcher found that the t-count was higher than the t-table (2.91>1.672). Therefore, the alternative hypothesis (Ha) of this study was accepted and the null hypothesis (H0) was rejected. It can be concluded that the effect of video tutorial media is very significant on the procedural writing ability of seventh grade students of SMP Negeri 2 Siantar.
Word stress in English two-syllable words among poesis seminary students Santa R Sihombing; Selviana Napitupulu
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1488

Abstract

This study investigates word stress errors in English two-syllable words produced by Poesis Seminary students and examines how these errors affect experiential meaning within Halliday’s experiential metafunction framework. Employing a descriptive qualitative design supported by simple quantitative analysis, the study involved 15 twelfth-grade students selected through purposive sampling. Data were collected through a pronunciation task consisting of ten English two-syllable words and semi-structured interviews. Students’ pronunciations were audio-recorded, transcribed using the International Phonetic Alphabet, and analysed to identify error types, frequency, and meaning distortion. The findings reveal that 65.3% of the pronunciations contained word stress errors, with misplaced stress emerging as the most dominant type. Stress-contrast noun–verb pairs generated more errors than fixed-stress words. Linguistic factors such as Indonesian stress patterns, complex English stress rules, and limited phonological awareness, as well as pedagogical factors including lack of explicit instruction and limited exposure to spoken English, contributed to these errors. From an experiential metafunction perspective, incorrect stress placement frequently altered grammatical roles and distorted intended meaning. The study concludes that word stress should be taught as a meaning-related feature to enhance communicative clarity in EFL contexts.
Woman’s empowerment in mulan: a feminist literary Rotua Sinta Marito Pakpahan; Selviana Napitupulu
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1494

Abstract

Women’s empowerment has become a central theme in contemporary literary and film studies, particularly in works that challenge traditional gender roles. Mulan, in both its animated (1998) and live-action (2020) versions, presents a female protagonist who resists patriarchal expectations and redefines women’s position in society. This study aims to analyze the representation of women’s empowerment in Mulan using a feminist literary approach. The analysis focuses on how Mulan negotiates gender norms, asserts agency, and embodies feminist values through her actions, decisions, and character development throughout the narrative. Using qualitative textual analysis, the study examines key scenes, dialogues, character portrayals, and symbolic elements that illustrate empowerment, resistance, and identity construction. The findings reveal that Mulan presents empowerment through three major aspects: (1) challenging patriarchal structures, (2) redefining femininity and heroism, and (3) asserting women’s autonomy and voice. The film portrays Mulan not only as a courageous warrior but also as a symbol of women’s capacity to transcend societal limitations and participate equally in traditionally male-dominated spaces. This research contributes to feminist literary criticism by highlighting how popular films can promote gender awareness and broaden representations of empowered women in modern narratives.
The effect of graphic organizer strategy on students’ reading comprehension of grade eleventh of SMA YP HKBP 1 Pematangsiantar Brooklyn Fransius Bonatua Silalahi; Selviana Napitupulu; Bertaria Sohnata Hutauruk
Indonesian Journal Education Vol. 5 No. 1 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i1.1541

Abstract

This research investigates the effect of the Graphic Organizer strategy on students’ reading comprehension of narrative texts, focusing specifically on literal and inferential understanding. The study employed a quasi-experimental design involving two eleventh-grade classes of SMA YP HKBP 1 Pematangsiantar. An experimental class was taught using story-map graphic organizers, and a control class was taught using conventional reading instruction. Both groups were given a pre-test and post-test to measure their comprehension before and after the treatment. The results of the descriptive analysis showed that both classes improved after instruction; the experimental class increased from a mean score of 63.81 to 85.71, while the control class improved from 75.00 to 89.52. Paired sample t-test results indicated significant improvement within each group. However, the independent sample t-test showed no statistically significant difference between the post-test scores of the two groups (Sig. = .228 more than 0.05). This finding indicates that although the Graphic Organizer strategy helped students improve their comprehension and organize narrative information more effectively, it was not significantly more effective than the conventional method within the duration and conditions of this study.
Using Google Docs for Collaborative Revision in EFL Academic Writing Tiofanny Elisabet Sirait; Selviana Napitupulu
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.1385

Abstract

This study explores the use of Google Docs as a collaborative tool to support the revision process in English as a Foreign Language (EFL) academic writing. Employing a qualitative descriptive research design, the study involved six EFL university students enrolled in an academic toto12 writing course at a private university in Indonesia. Data were collected through an open-ended questionnaire and analyzed using thematic analysis. The findings reveal that Google Docs facilitated continuous and multi-stage revision through features such as commenting, suggestion mode, and real-time editing. Peer feedback played a central role in shaping students’ revisions, particularly in improving clarity, organization, and language accuracy. Students also perceived several benefits, including increased awareness of writing weaknesses, greater participation, and reduced anxiety during revision. However, challenges such as unclear feedback, unequal participation, and technical issues were also identified. The study concludes that Google Docs supports a process-oriented and interactive approach to revision and has the potential to enhance collaborative academic writing when accompanied by appropriate pedagogical guidance
Co-Authors ADINDA PUJA ANTIKA Agnes Gau Densia Bulu Angela Shakila Aurel Pane Anggreni Nurmika Turnip Anggun Tiur Ida Sinaga Anissa Marpaung Anita Sinaga Anita Sitanggang Annisa Putri Butarbutar APRIDA YANTI HUTAGALUNG Aprido.B. Simamora Ara Doni Nainggolan Arif Rahman Arisdani Situmorang Basar Lolo Siahaan Bella Sianturi Bernieke Anggita Ristia Damanik Bertaria Sohnata Hutauruk Bertaria Sohnata Hutauruk Bertaria Sohnata Hutauruk Bhets Dewani Sipayung Bobby Pramjit Singh Dhillon Brooklyn Fransius Bonatua Silalahi Calvyn Siregar Chintya Angelina Sinambela Christian Neni Purba CINDY SILITONGA Cindy yani simorangkir Cindya Septiany Simanjuntak Clara, Elisabeth Dwi Cornelius Natanael Ambarita Dame Setia Lamtiur Purba Daniel Binsah Lumban Gaol David Berthony Manalu David Gordon Gultom DEA SAHERA DAMANIK Debora Hutajulu DEPI LIDIA SIMBOLON Devita sitohang DEWI ANGRENI NATASIA SINAGA Dewi Fortuna Aruan Dhea Saragih Diana Dian Sari Tampubolon Dika Kristina Lambok Manurung DINDA M HASIBUAN Doloksaribu, Dominique S. Donna Ria Pasaribu Dwi Angeli Pardede EGA FITRIA ANGGRAINI Eksaulina Simanjuntak EKY SYAHDITRA SITORUS Ephy cryday yanti gea Erna Helena M Tampubolon Esra Delima Hutabarat Ester Sitorus EVA AUDRYNA NAINGGOLAN EVELIN TRINITA PAKPAHAN EVITA PARON SINAGA Fajar Ningsih Simanjuntak Fenty Debora Napitupulu FERI ANTONI SINAGA Firman Pangaribuan FITRI MAY DANTHI SARAGIH FITRI SIMAMORA Frans Putra Hutabarat FYOLITA ARITONANG Gebby Gabriella Simanjuntak Geovani, Cristina Girsang, Elisa S.R. Gresy Turnip Haloho, Uci Nursanty Harahap, Raysha Zahra Harita, Indah Permata Sari HELFRIDA PURBA Heltri Firdayati S Hervinna Febriani Sitorus Hotnola Simanungkalit Hutabarat, Esra Delima Hutagalung, Christina Hutahaean, Selly Wanti Imeliana Saragih Immanuel Onasis Kha Napitupulu Indah Peronika Siahaan Injen Pardamean Butar-Butar Intan Cezya Sijabat Isabel Selmiola Janantri Hotmauli Nainggolan Jerico Devaly JESICA INSANI PURBA Jesika Melina Simamora Jon Henri Prima Saragih Jonathan Halomoan Sinaga Joyada Sinambela Juliana Tifani Jumaria Sirait Kesmi Veronika Simanjuntak Kesya Saragih Kevin William Andri Siahaan KEZIA DEBORA PURBA Kisno Kisno Kisno Kisno Kristen Panjaitan Kurnia Sarah Lidya Nainggolan Lasmaria Tiodora Silviana Sitinjak Leonita Maria Efipanias Manihuruk Leony Sitorus Lidya Rospita Purba Ligita Friskila Lumbantobing Lihardo Manik Lihardo Manik Limbong, Carlos Amos Limsardo Panjaitan Lingga, Rajamin Lisbet Novianti Sihombing Liska Sinaga Lumban Gaol, Daniel Binsah Lumban Raja, Theodora Evita Bella Lumban Tungkup, Miranda Kristin LYDIA STEFANI MANURUNG Malau, Fenni Manik, Samuel Manik, Vercelly H T Manurung, Anggun Manurung, Dika Kristina Lambok Marbun, Joel Marbun, Lastri Evati Mori Maria Hutauruk MARIA PAULINA ANGLE RAJAGUKGUK Martha Patricia Purba MELVA IDA MARNALA HUTAGAOL Mertiviana Purba Miranda Kristin Lumban Tungkup MITHA MANURUNG, Monira Noverdita Sinaga Mungkap Mangapul Siahaan NADIA JULYANTI NAINGGOLAN Naibaho, Layola Naomi Simanjuntak Natalia Ayu Lestari Panjaitan NATALIA VERONIKA SITUMEANG Nengsih P W Siahaan Nini Runggu Lumbantoruan NOMI SILVIA PURBA Nova Evelin Saragih Nova Evelin Saragih NOVITA SARI DEWI SINAGA Novra Melisa P. Hutabarat Novyta Sipayung Nurliani Manurung Olina Putri Batubara Osco Parmonangan Siajabat Pakpahan, Surya Ningsih Pani Santarika Saragih Pardede, Dwi Angeli Pardede, Gabriella Partohap S.R Sihombing Pasaribu, Septiana Hirawati Pebri Leonardo PRATIWI SETIA BINA MANURUNG Prini Desima Evawani Ambarita Purba, Desica Florensia Purba, Rudiarman Putri Vaniarisa Sinaga Raja, Julita Lumban Rani Puspa Sari Raysha Zahra Harahap RENINDA TAMBUNAN RESI FEBRINA NAINGGOLAN Reymond Dwi Putra Sinaga RIANTI TESALONIKA SIMANJUNTAK RIBKA G. RITONGA Rinanda, Vivi Rini Mariani Nababan Risma Sagala Rodesa Nauli Harianja Rosa, Bela Rosalina Imelda Octaviana Situmorang Rotua Manurung, Elsa Lasma Rotua Sinta Marito Pakpahan Rumapea, Trinita Ivana RUTH WIDYA PUTRI SIMORANGKIR Rutlina Elfeliani Sihombing Sabarni Rodearni Sipayung Sanju Febrio Saragih Santa R Sihombing Saragih, Sanju Febrio SARAH MERRY NATALIA SIMAMORA Sarah Silitonga Sarah Theodora Wahyuni Lumbantobing Selmiola, Isabel Sherly Shinta Dwiana Sirait Siadari, Maretta K. Siahaan, Entika Cintami Siahaan, Mikhael L. A Siahaan, Ummi Sianturi, Bella S Sidauruk, Anni Sidauruk, Yanti Sihite, Enji Debora Sarina Sihombing, Marino Sijabat, Osco Parmonangan Silalahi, Brooklyn Silitonga, Sarah Silvia Sherina Pangaribuan Silvia Sherina Pangaribuan Simamora, Rianita Simanjuntak, Kesmi V Simarmata, Radode Kristianto Simbolon, Diyan Riyan C. Simbolon, Kris Jhon Sinaga, Asima Rohana Sinaga, Jonathan Halomoan Sinaga, Reymond Dwi Putra Sinambela, Chintya Angelina Sinambela, Joyada Sinurat, Nita Utami Sipayung, Viki Suhariaty Sirait, Sherina Romeini Sirait, Trivena Gracia Siregar, Calvyn Siregar, Fadlan H Siska Anggita Situmeang SISKA FEBRINA GIRSANG Sitanggang, Anita SITI TASYA JELITA MANURUNG Sitinjak, Lasmaria Tiodora Silviana sitohang, Devita Sitorus, Leony Situmorang, Abisag Rinayati Situmorang, Arisdani Situmorang, Gracela Emylia Situmorang, Megawati Situmorang, Natalia Murni br. Situmorang, Winda Meyana Susy Alestriani Sibagariang Syamsul Bahri Syntia Devi Lumban Gaol Tampubolon, Apnes Tampubolon, Yohana Imelda Theresia Monika Siahaan Tiara Kristina Pasaribu Tiarma Marpaung Tias Bastian Saragih Tindaon, Cinta Yulistra Tiofanny Elisabet Sirait Tiondina Samosir Titin Marpaung Trimeli Tamara Sianturi Trinita Ivana Rumapea Tungkup, Miranda K Lumban UCI NURSANTY HALOHO Uci Nursanty Haloho Vanessa Pritin Angel Halawa Vercelly Hot Taruli Manik Vercelly Hot Taruli Manik Veronica A Tampubolon VITA TESSALONICA REBECCA SIMAMORA Yerani Apriyanti Silalahi YESIKA HELTISA SIREGAR Yoel Octobe Purba Yohana Anggita Sidabutar Yohana Imelda Tampubolon YOLANDA SIMANJUNTAK